1. Introduction
Teaching a foreign language involves several components such as grammatical and communicative skills, also language expertise and cultural proficiency. People may think that getting to know the culture involved in the target language is less important than learning words and how to put them together in a sentence, but the truth is that culture should not be let aside.
You may have communication problems sooner than you think if you do not consider this essential factor. As Byram says: “knowledge of the grammatical system of a language [grammatical skills] has to be complemented by the understanding of culture-specific meanings [communicative skills or rather cultural proficiency]” (Byram, Morgan et al. 1994: 4). An example of this is an English learner who does not quite catch what an English man says and therefore he/she says ‘What?’ The word expresses the question he/she wants to ask. However, it might be considered rude by the English man who would expect a different enquiry such as ‘I beg your pardon’ or ‘excuse me.’
The teacher’s challenge is to be able to provide their students with all that is to be learnt in a foreign language course regarding the language itself but also cultural factors that make students aware of the culture this language comes from. Not only do they have to distribute the time to be able to teach the contents and some culture but they also have to decide what cultural elements are relevant for their students.
The discussions and text book analysis shared by our classmates during the subject English in the Community gave us a broader view of how to better include cultural projects in our classes. During the study of the subject we learned about the variants of the English language and how to make better use of each aspect discussed when applying multicultural activities in the content, curriculum as well as knowledge of the material, design and adaptation of materials. This analysis enriched our knowledge as English Teachers making us more aware of what to choose for the preparation of our lessons looking forward to having a positive feedback from our students.
This subject, English in the Community, invited us to go through a comprehensive analysis on how multicultural activities can be applied, adapted and best taught in the different forms they appear in textbooks. Understanding how to deal with the lesson without stereotyping and knowing what to expect from the students and if the activity is appropriate to our teaching context is extremely important for the success of lessons. This subject has definitely enhanced our views on how to make a better use of the cultural components from our textbooks without skipping it for assuming it is challenging for the students or for the teachers themselves.
The goal of this assignment is to analyse the cultural content of three extracts from adult course books, drawing on insights we have derived from the study of this subject.
2. Extract 1a
This extract belongs to Unit 5 of what seems to be an advanced course book and it has four main sections. The first section (A) has three puzzles which are aimed at getting students familiarised with English in relation to other languages, for example borrowed words, words which have similar roots, etc.
The second section (B) is a pre-reading activity and a reading for gist activity which is designed to help students understand the meaning of something from a given context.
The third section is a more detailed reading activity which requires students to pay attention to detail and finally the fourth section is a follow-up activity where students are able to apply the cultural elements recently acquired in a freer context.
We will now take a close look at the cultural content. In order to do so, we will analyse the more interesting aspects regarding the cultural content exhibited in each part of this extract.
As we read this extract we noticed that the most important aspects here are related to the three different ‘raw categories’ distinguished by Clarke (1996:11) for discussing culture in terms of what is relevant to ELT. One of the categories he describes and that can be identified in this extract is connected to the development of “cross-cultural competence”.
The first two activities, 1A and B, make students aware of the fact that different languages share common roots by showing eight languages from which students can identify similar words in the different languages. The first three activities A, B and C were designed to help the learner to ‘realize’ the way they are connected to each other.
In accordance with Hofstede’s framework described in 1980, we can definitely recognize the aspects of individualism versus collectivism. In the reading skills activity letter B, we observe that the activity asks the learner to: ‘Read the whole text quickly and answer which nationalities have accepted the influence of English readily, and which have resisted it?’ By means of this, the activity mainly looks at identifying the relationship between the individual and the group to which he/she belongs without just ending up with a picture that resembles a stereotype since it is aimed at helping the learner be able to make inferences about why people can accept or resist the influence of a certain language inside a culture allowing room for deeper cultural awareness. Activities like this also helps to develop the values of tolerance and accepting who/what is different from his/her own culture achieving wider educational goals than those purely devoted to teaching a language in the EFL class, which was vastly discussed during the debate.
The inner, outer and expanding circles represented by the Indian linguist Braj Kachru can also be observed in extract 1a and we can compare ‘The English-Speaking World’ to the world categorized in the activities presented. The circles are characterized by showing how each one can contain the others and how closely related they are. For instance, we can see that the main goal of the activity makes the learner aware of the way the inner circle, where English is spoken as a first language, exists because of the relationship with the other two circles. This can be clearly seen by quoting activity C: ‘English has borrowed words from other languages. Below is a list of twenty of these words, which have become part of the English language by now.’
As a conclusion, we can say that the main aspects covered by this extract are mainly intended at raising awareness of the cultural component of language in the EFL classroom. Cultural awareness brings benefits either for the teachers, the learners and the society involved in this process in terms of the circulation of English in the world. Ascension in this awareness has been remarkable and shows the importance of the English language in the curriculum in schools all over the world.
As teachers in different countries and part of the globalised world we must show our students that learning a second language and its culture walk together and we should be prepared to teach both properly without making choice of which country or language is better than another.
3. Extract 1b
New facets of culture can be identified in the second part of the previous activity. In this extract we see the influence of English in the languages spoken in the rest of the world opposed to the influence that languages such as Spanish, Italian, Russian or German have had in English, including borrowed words such as those seen in letter C.
Code-switching can be identified at the beginning of the text: ‘(1) …der TV in West Germany and you might hear der talkmaster on eine talkshow.’ Code-switching is ‘a verbal strategy by which bilingual or bidialectal speakers changes linguistic code within the same speech as a sign of cultural solidarity or distance, and as an act of (cultural) identity” (Kramsch, 1998:125).
Particular attention is paid to the fact that “English is mixing and marrying other languages around the world”, hence Kachru’s circles now being used from the inner circle to the expanding circle. The influence has been so strong that it has led to many ‘English-based Creole languages’ such as those which are a mixture of English and French, defined as Franglais or English and Japanese defined in the text as Japlish. Another example closer to our reality is ‘Spanglish’, a mixture of Spanish and English and it is very common among students.
On the other hand, the examples provided in the extract are connected to the influence that the English language has had not because of land expansion, but due to the fact that there are many words that come from the English language and now belong to these countries mother tongues, as seen while reading the text in extract 1b.
The text in the extract was written in 1982, which proves the strength of the English language back then up to nowadays. New verbs and borrowed words are included mainly by young people who make more use of the English language and adapt them their vocabulary incorporating them in their everyday lives.
The awareness of cultural identity can be developed with the questions about the text For instance, the following sentences: ‘Governments in both Bonn and Paris have tried to eliminate English words – with mixed success’. Just as cultural identity is emphasised in the text, it also helps to develop the headings suggested by Adaskou et al in 1990.
The principles of respect, acceptance of differences and tolerance can be identified in both parts of this extract. For example, question 7: ‘Can you think of any words in your language which derive from English?’ or question 8: ‘Do you accept these or do you think that languages should be kept ‘pure’?’ include both aesthetic and sociological senses. These questions help students ‘to encourage the learners to compare their own and the foreign countries concerned or contacts with people from them’ (Adaskou et at 1990).
4. Extract 2
This extract, taken from a CAE course book by Leo Jones, gives a brief outline of the use of English round the world nowadays. It mentions a few random facts as well as some concrete information provided by UNESCO. We will now analyse the cultural contents in the given material by using some sub – headings from the Funiber printed material.
Sociological Sense
This extract shows us the use of culture in a sociological sense due to the fact that the final paragraph mentions a series of free – time activities, customs and social institutions where English is deeply involved. The aforementioned paragraph assures that English ‘is the main language of books, newspapers, airports and air traffic control, international business and academic conferences, science, technology, medicine, diplomacy, sports, international competitions, pos music and advertising.’ All of them sociological factors in culture.
Pragmatic Sense
This extract also illustrates that the culture content is pragmatic. It does make reference to facts such as the Indian sub – continent and China learning English for historical reasons. This data tells us that English is the language used when people who do not share their mother tongue want to communicate.
Language, Cultural Identity and Code-switching
There are examples in this extract that demonstrate the fact that English is the language of business and communication. According to this extract, ‘over two-thirds of the world’s scientists write in English’, ‘three-quarters of the world’s mail is written in English’ and ‘of all the world’s electronic retrieval systems, 80% is stored in English.’ When people from different nationalities negotiate, they usually do so in English whether they are native or non – native speakers of English because this language is now an accepted means for trading and for commerce round the globe. Code – switching can be associated to this cultural acceptance. For example, businessmen are able to switch to English in the middle of a conversation to discuss terms with their foreign counterparts.
Pragmatics and Cross-cultural Communication
The writer of this extract let us think that he is a great supporter of the use of English all over the world. We can realise that because of the way the essay is written and because of the questions posted in section B are open – ended and they invite readers to think and process the data given in the extract before answering. This reflection will potentially help readers to be aware of the fact that many people from many different cultures communicate by means of the English language and also that although people may have a good domain of the language, it does not mean that people have similar non – verbal codes, thoughts and feelings. Hopefully, after reading this extract our students would avoid making cultural fool of themselves.
Kachru’s Circles
This extract also makes reference to Kachru’s three circles as it is divided in the different parts of the world where English is spoken. For instance, the second paragraph talks about the about 300 million mother – tongue speakers of English. This would be the inner circle. Then, it mentions the additional 300 million speakers of English as a second language or the outer circle. Finally, the extract refers to the rest of the world which corresponds to the expanding circle, in other words, the further 100 million speakers that use English fluently as a foreign language.
Diglossia
Diglossia also appears in this extract. The second paragraph mentions the use of English in areas where more than one language is spoken. The example given in the extract is the case of the Indian sub – continent where the nature of the size of the country and the many languages and dialects together with the historical impact English has had on these places in every way has resulted in English being used along with the local languages. This case would be what Bloomfield (1993) describes as ‘native – like control of two or more languages.’
5. Extract 3
The cultural content presented in this extract requires students to draw their attention on their own personal experiences regarding body language in order to elicit the answers of the questionnaire. By means of this extract students will became aware of the differences and similarities between British and American culture as well as their own. They will also practise their listening skills by means of a short conversation between an American and a British talking about this topic.
According to the Cambridge Dictionary, body language is ‘the movements or positions of your body that show other people how you are feeling, even though you do not tell them in words’. This form of non – verbal communication consists of body pose, gestures, eye movements and facial expressions that usually occur unconsciously. As a consequence, we cannot prevent ourselves from communicating through body language nor make the others interpret what we really feel or think since people we interact with interpret our body language unconsciously as well. This unconscious feature of body language can derive in several misunderstandings due to the fact that every culture has different codes to interpret it. This is a sort of cross – cultural communication which of course can be misunderstood by members of different cultures if people is not aware of other people’s codes. This extract can serve the purpose of making students aware of body language in other English speaking countries. Hughes (1986) suggested several methods to raise student’s awareness of culture such as the comparison method, culture assimilators, culture capsule, drama etc. It is our belief that they can be applied to body language.
Activity number one exemplifies the culture assimilation suggestion since students have to answer close questions regarding different social situations and the students’ possible reactions. These questions involve body language and their own culture. After students provide answers to this questionnaire teachers would be in conditions to give feedback based on their own experience in the English speaking world and also to make suggestions to avoid possible cultural embarrassment or discomfort. The comparison method is also implicit in this first activity. Although students are not asked to compare nor is there any discussion about it, comparison will be a component of the activity for students will naturally and instantly notice the differences and similarities in culture as soon as the teacher shares his / her own experience.
Activity number three is a listening task. It is a conversation between an American and a British person. Students have to listen to this conversation and to identify the topics these people talk about. Probably the purpose of this activity is to make students aware of the fact that there are differences in culture and behaviour between English speaking countries such as the case between the United States of America and Britain. After this kind of activities students would keep that having the same language does not mean to have the same culture which is a common belief in Chile for instance. In addition to this, students will have the chance to compare the two speakers’ pronunciation and notice differences such as the /r/ which is mute in the United Kingdom and more marked in the United States.
Activity number four is a follow – up activity to the previous one. Nevertheless, we consider that it could be carried on as a culture capsule because students get to know the some of the main differences between the customs of both countries as well as the differences interpreting body language as those examples provided in the extract. In addition to that, teachers could eventually add a set of visuals to stimulate discussion among students.
The last activity aims at raising awareness of the similarities and differences between cultures. Although other activities in this extract might have done so too, such is the case of activity number one, here it is a more conscious process for the questions are quite explicit ‘Is the body language in your country like Britain or America? What are the differences?’ Students will answer both questions consciously which will help them to understand the codes of the different cultures and it will also help them be more tolerant of other cultures. This piece of information is essential for students for it will mean a significant contribution for them not to do anything rude to foreigners in their own countries or abroad if they happen to travel as well as it will help them not to suffer a tremendous culture shock whenever they visit other countries for misinterpreting facial expressions, gestures and all sorts of body language.
6. Conclusion
In the direction of concluding our analysis, we need to reaffirm and be conscious of our roles as English teachers. “Culture should be our message to students and language our medium” (Peck 1998). It is possible to accomplish this if cultural consciousness is viewed as something more than merely a topic of secondary importance within the foreign language curriculum.
Teaching cultural aspects will be of assistance for learners become more aware of the different kinds of peoples that live all over the world and make them better users of the foreign language.The teaching of culture will also make learners more conscious of appropriate or inappropriate behaviour, as well as offer them with the chance to act out being a member of the target culture.
7. Bibliography
• Adaskou, K.; Britten, D. & Fahsi, B. (1990): “Design decisions on the cultural content of a secondary English course for Morocco”. ELT Journal, 44/1, pp. 3- 10.
• Apletkin, C & Apletkin M. The question of culture: EFL teaching in non-English-speaking countries”, in ELT Journal 38/1, pp. 14-20 (1984).
• Bloomfield, L. (1933): Language. London: Allen Unwin. Byram, M. Cultural Studies in Foreign Language Education, Clevedon: Multilingual Matters (1989).
• Clarke, M. (1996): “English on the Rampage” in IATEFL Newsletter 132: 10-13.Geertz, C. The Interpretation of Culture, London: Fontana (1973).
• FUNIBER material
• Kachru, B. (1985): “Standards, codification and sociolinguistic realism: the English language in the outer circle.” In Quirk and Widdowson (eds. 1985), English in the World: Teaching and Learning the Language and Literatures. Cambridge: Cambridge University Press, pp. 11-30. Kramsch, C. Language and Culture, Oxford: Oxford University Press (1998).
• Valdés, J. M. (ed. 1986) Culture Bound, Cambridge: Cambridge University Press (1986).
• http://www.selfgrowth.com/bodyl.html
• http://dictionary.cambridge.org/
• www.wikipedia.com
Gilmara Bezerra and Mary Barrera
